Mother Nature Enraged: A calculated risk

Production Phase 2

Sketching a Typhoon
&
Sketching Pinatubo

2 or 3 class periods

* * * * ** * * * ** * * * ** * * * ** * * * ** * * * *

Sketching a Typhoon (Modeling)

30 minutes

Teacher The students make general observations about the photo and note the important elements in
their information grid, aware now that the Philippines are subject to typhoons. What explains the
inhabitants’ decision to live along the coast in a country that experiences torrential
downpours and typhoons?

Team 1:Image 1, introduction and text 1 in the file “tropical_cyclones” in
Word or
PDF format
The students locate the following on the image: economic centre, urban settlements,
industries, flood-risk areas, buildings, etc. They also identify the most vulnerable areas.

Team 2:Image 2 and text 2 in the file “tropical_cyclones” in
Word or
PDF format
The students locate on the image the economic buildings that could be affected by a typhoon.
They then identify the buildings that could be used as shelters for coastal populations.

Team 3:Image 2 and text 3 in the file “tropical_cyclones” in
Word or
PDF format
The students identify the various settlements of Manila: major urban centre vs. shantytowns.
The goal is to understand why people settle on the outskirts of Manila.

Sharing with the Class
15 minutes

Teacher The students share with the class and draw a sketch. The teacher synthesizes observations to
draw the sketch with the whole class:
- Illustrate the economic draw of major urban centres.
- Illustrate the elements of the city that are most at risk.
- Illustrate a solution to protect the population.

Students The students help the teacher to draw the sketch in a whole-class setting.

Sketching Pinatubo

Sketching Pinatubo (Step 1)
30 minutes

Teacher Using the working document about sketching Pinutabo in
WORD or
PDF format, the teacher presents a translated
excerpt from a book chronicling Pinatubo’s eruption. The teacher then questions the students
on people’s reactions to a natural disaster. Finally, the teacher goes over the elements
observed with the students.

Students The students read the translated excerpt from the book Grandir à Manille : Les
75 000 enfants du père Tritz by C. Brincourt and G. Lambert (Paris: Bayard Éditions /
Centurion, 1995, p. 17–19). The teacher asks for the students’ impressions about the
volcano’s eruption. The students note the consequences of the volcano’s eruption in the
table provided in the document about Pinatubo.

Sketching Pinatubo (Step 2)
30 minutes

Teacher Using the excerpt about Pinatubo and the UN fact sheet on volcanoes (excerpt from An
Overview of Disaster Management), the students identify the observable consequences of the volcanic
eruption on the photo. The main observable consequence is the ashfall on agricultural land. In the
excerpt, they also mention water buffaloes and crops covered in ash. Grazing lands are mentioned in
the UN fact sheet. The teacher asks the students which is more threatening: the eruption or its
consequences?

Students The students read the excerpt from the UN fact sheet. They note:
- the consequences of a volcanic eruption;
- its effects on human populations.

Once the issues have been identified, the students draw a sketch using the photo of
Pinatubo’s eruption.

Material
The students draw a sketch using the various texts and images.

Teacher The class draws a synthesis sketch of the consequences of a volcanic eruption and its
effects on surrounding populations.

Students Based on their reading grids for the document on volcanoes in
Word
or
PDF
format, the students use symbols to identify the consequences of a volcanic eruption and its
effects on surrounding populations.